ESOL in Goochland County

Just another Goochland County Schools Blogs Sites site

ESOL in Goochland County - Just another Goochland County Schools Blogs Sites site

Measuring Up Live

Every year, I have asked our ESOL program to purchase and online program called Measuring Up Live.

I have found that this program is a great resource for yearly, on-line SOL preparation. The standards on MUL correspond to Virginia Standards. In addition, I can select which standards I want my students to work on, which correspond to standards they are working on in their general Math, Science and Language Arts classes. For example, for Life Science and Physical Science, I can select the first category of “Scientific Investigation, Reasoning, and Logic.” I am able to monitor the progress of my student understanding and retention in this category via the administrative program. MUL provides a performance key of three levels “Below Proficient, Proficient, Advanced Proficient.” My student’s proficiency level is currently set at 70%, which then allows me to move them onto a new standard when they have shown me that they have obtained the measured goal for comprehension.

My students enjoy this program because it provides instantaneous feedback for students after every question is answered. If the student answers the questions incorrectly, an explanation of the incorrect answer is provided. Students are required to continue until they select the correct answer. Finally, students enjoy a small game after they answer 5 questions correctly.

Parts of Speech Books

For my Middle School students, grades 6-8, I plan on having them create “Parts of Speech” books.

1). Mini-Lesson: We will start with a small review of each part of speech at the following site: Grammaropolis

2) Creation of Parts of Speech Book. Students will create a book, either on their iPads using the app “Book Creator” or with regular paper. The books will contain the following: Definitions of parts of speech (i.e. noun, verb, adj), definitions and examples of the types of nouns, pictures to correspond, and finally sentences combining and identifying as many different types of nouns as possible.

Music in the Classroom

This year I have decided to use song activities for bell ringers. I plan on starting every class with a song during our ESOL resource period. Here are the many ways I chose to use song bell ringer activities.

  1. Establishing positive theme every day. There is nothing like a positive start to a class period. I love using music in the classroom as a bell ringer in my class for this reason. I also used the lyrics of songs to create a class theme. This year, I started off the year by introducing the song “Nothing More” by Alternate Routes. We established our class theme which is “We are Love, We are One.” I placed a poster with this theme at the front of our class where we review it and are reminded of it on a regular basis.

  2. Encompassing all four performance definitions of Listening, Reading, Speaking, Writing through various activities. We listen to a song every single class period. We follow along by reading and recording key words on our word wall. Then, we follow up by speaking and talking about our interpretations of the song (i.e. What are the dangers that this song speaks of?) Finally, we complete many different writing assignments to follow up with the song. For example, I asked my students to journal about a time when they took an alternate route in their life and made a good decision. After completing their assignments, each student shared their writing/stories with each other.  I had my high school students complete their writing assignments and contribute to class discussions in Edmodo.

  3. Focusing on fluency. All my middle school and high school students have either an iPod or an iPad. Because of this, we are able to use the song lyrics to complete fluency activities using their voice memo apps. I found that fluency practice is perfect for song activities because students are listening/speaking/reading this song every day in my class. They can focus on pronunciation and reading fluency through reading song lyrics. My students completed fluency exercises using this attached iTouch Fluency Station checklist.

English 9, 10, 11, 12

I have high school students in all four English classes (g. 9, 10, 11, 12).

Each English teacher is starting off the year with a different novel. I -as ESOL teacher- am assisting my students by printing off the Spark Notes (simplified summaries of each novel). In addition, I’m requiring them to record key vocabulary from each chapter and then summarize each chapter in their own words. Here is how a graphic organizer looks for “The Pearl.”

Bienvenido Estudiantes!!!!

Estoy escribiendo este blog en Español para hacer la bienvenida a todos mis estudiantes. Espero que todos tuvieron un buen verano! Yo lo hice!! Estoy deseando ver cada persona esta próxima semana. Tengo muchas ganas de tener un año increíble juntos, donde se exploran nuevas ideas y temas. Pero, sobre todo, quiero que mis estudiantes tengan las herramientas y conocimientos necesarios para convertirse en ciudadanos contribuyentes de este gran país.

Filosofía de Enseñanza: En la clase de ESOL, quiero que los estudiantes no sólo memoricen el contenido, pero hacer la investigación, solicitar información, síntesis, participar, evaluar y crear. Quiero promover la independencia de los estudiantes en sus estudios-no sólo apoyar el dominio de sus conocimientos del idioma inglés, pero con la adquisición de habilidades de pensamiento de nivel que les permitan convertirse en vertical y ciudadanos contribuyendo de los EE.UU.Requisitos del Curso

El propósito de esta clase es lograr niveles de Dominio del Idioma Inglés como es requerido por el Estado de Virginia, en las áreas siguientes:

Estándar 1: Se comunican con fines sociales y académicos dentro de la escuela.

Estándar 2: Se comunican información, ideas y conceptos necesarios para el éxito académico en el contenido de Lengua y Literatura.

Estándar 3: Se comunican información, ideas y conceptos necesarios para el éxito académico en el contenido de Matemáticas.

Estándar 4: Se comunican información, ideas y conceptos necesarios para el éxito académico en el contenido de la Ciencia.

Estándar 5: Se comunican información, ideas y conceptos necesarios para el éxito académico en el contenido de los Estudios Sociales. 

Propósito de la clase

El período recurso de ESOL consiste en el profesor / ayudantes que prestan asistencia a los estudiantes ESOL en todos los cursos y por el apoyo del vocabulario a través de la utilización de ayuda gradual. Esta clase se centra en el desarrollo del lenguaje dual (sacar del conocimiento de la lengua materna del estudiante y la aplicación de este conocimiento a su idioma segundo -Inglés). Además, esta clase se centra en las técnicas de estudio y habilidades para tomar exámenes. Tareas y trabajos no se crean en esta clase. En cambio, los estudiantes de ESOL, reciben apoyo con los ensayos y las tareas asignadas en las clases de contenido.

Las Notas de Clase

Los grados del estudiante están basados en la participación. Cada día, los estudiantes tendrán la obligación de marcar una rúbrica sobre la base de una escala de 70 (no pasar) a 100 (pasar).

100% = estudiante es preparado, organizado, trabaja muy bien, y respetuoso

85% = estudiante es algo preparado, organizado, trabaja la mayor parte del tiempo.

70% o menos = estudiante no es preparado, organizado, no es respetuoso

Plan de Disciplina

Estudiantes y la maestra harán reglas de clase cuando empezamos clases este año. Abajo son las consecuencias si estudiantes no empiecen las reglas de clase.

  1. Una amonestación
  2. Conversación separada de los otros
  3. Una llamada al hogar
  4. Enviado a la programa se llama (TOP)
  5. “Referir” a la oficina 

La Policía de Ausencia

Si estudiantes estarán ausentes por una clase, ellos tengan que traer una nota a la oficina de asistencia que incluye la fecha de ausencia y razón para ausencia. Ausencias excusadas son el siguiente:

  1. Sentirse mal
  2. Paseo al doctor o dentista
  3. Un muerto en la familia
  4. Celebración religiosa
  5. Ir a tribunal o a juicio
  6. Circunstancias especiales-pero tienen que ser aprobada por la directora del colegio antes**.

 

National Anthem Sung

My Middle and High School classes recently completed our National Anthem unit in which I used the national anthem as means to review poetic and literary elements-in preparation for upcoming English/Reading SOL’s. Every day during this review my ESOL students and I sang the national anthem. I am proud to say that all students who participated learned how to sing The Star Spangled Banner!! I’m so proud of them! Here’s a video of one of my students and myself singing the Star Spangled Banner together.

National_Anthem

Go Fund Me ESOL Family Fundraiser

Recently Elizabeth Nelson-Lyda set up a site at “Go Fund Me“ to raise money for the Correa family whose local restaurant business was burned to the ground in Hadensville. This fire has affected not only Jorge Correa and his family, but numerous of my ESOL families/students. Elizabeth posted this attached story on the Go Fund Me site and has asked me to assist in the fundraiser: Frida’s Mexican Grill, in Hadensville, VA, went up in flames on April 29, 2014. The story behind the family that was and still is Frida’s is one you need to hear. I hope you will help. Jorge (Sr.) and Anabel Correa immigrated to the United States nearly 20 years ago, legally, with high hopes that their hard work and perseverance would help them live the American Dream. Until recently, this has worked out well for them. They have two children, Jorge (Jr.) – 18, and Lilli  – 7. The Correa family is truly devastated over the fire. They invested – literally – their lives into renovating and opening that restaurant. It appears that an electrical fire started after the restaurant was closed on April 29, and gutted the restaurant. This family, and their employees, are feeling disheartened and as if the world is caving in around them. The Correa’s do have insurance for the contents of the building; but, they were renting. To add insult to injury, the building’s owner did not have proper property coverage on the building, and is considering action against the Correa’s if the Correa’s insurance does not pay for the renovation (if it can be salvaged) of the building that had an estimated property value of $420,000. Apparently, there was a clause in the rental agreement that indicated in some way that the renter should or would acquire property insurance on the structure as well. The restaurant had only recently opened and was making it day by day. It would have worked out over time; however, at present, employees have not been completely paid, suppliers/vendors have not been completely paid, and many, many bills are backing up. Jorge (Jr.) will be graduating high school next week and has already enlisted to be a Marine. Jorge (Jr’s) parents are PROUD. Jorge (Jr) deserves to have a graduation party and graduation gift, but there is NO MONEY to do this. There is no money to pay the workers (first), the general bills for the business (second), or the personal bills of the families (3), let alone give Jorge (Jr) the graduation party he deserves. The bills are backing up and these people are suffering. The insurance has not paid yet in the nearly 4 weeks since the fire; and, even so, what will they pay out and to whom? The loss of income has been devastating to more than the Correa family, as it has directly impacted many families in Goochland County, Virginia. The restaurant’s Facebook page is here https://www.facebook.com/Fridasmexicangrill. Yes, it’s a very small town, with a population of around 21,000. We’re a proud town, with great people, but this endeavor could really use a LOT of help. Please help this small town business and family recover. Please restore their faith in the power of people, the American Dream, and doing things the right way. Thank you so much for your help! Warm Regards, Renae, Robin, and Elizabeth  

Liz’s Latest and Lucrative Inventions!

I can’t help but brag on my ESOL volunteer/tutor, Ms. Liz, who works regularly with two of my ESOL students. Ms. Liz and the teachers work in sync with the teachers, as we communicate daily or weekly about projects or specific homework tasks that need to be completed.

Below are two of Ms. Liz’s latest creations. The first one is the planet project. Ms. Liz assisted our ESOL student not only with completing his planet project, but implementing some ingenuity and creativity. Below is the planet hat that both she and my student came up with, complete with rotating planets and the sun as the center of the solar system.

I would be remiss to mention the most recent project Ms. Liz helped complete with a second ESOL student (sibling of the first:). This weekend, our student was required to create a “product” in which he is required to sell at his economics fair/store at school. Thanks to Ms. Liz’s ingenuity, our student will be selling his lucrative product “dog biscuits” at this fair. Tomorrow in Ms. Cachina’s second grade class, he will learn hands-on experience of what it is like to be a producer and consumer. He is also required to advertise his product. Below are some pictures as he and his brother completed the economics project in Ms. Liz’ kitchen.

Thank you Ms. Liz for all you do for these ESOL students of Goochland!!!!!

Dual Language Programs; Great for ESOL

US News “Two-for-One Deal: Earning College Credit for STEM in High School” recently published an article about the increasingly popular secondary education Dual Language Programs in the Field of STEM (Science, Technology, Engineering, Math). According to the article, some schools in Virginia plan to launch a dual-enrollment program in “mechatronics.”

This article caught my attention because these programs are especially helpful for incoming ESOL students in secondary education programs. These STEM dual-enrollment programs expose teens to university-level material and give them the chance to make progress toward a degree.  Again, this type of program is ideal for teen-age, adult ESOL students who enter high school with minimal English and academic backgrounds from their countries of origin. It is my hope that these programs will be readily available for Goochland High School ESOL students in the future.